TY - JOUR

T1 - The impact of goal focus, task type and group size on synchronous net-based collaborative learning discourses

AU - Pfister, H. -R.

AU - Oehl, Michael

PY - 2009/4/1

Y1 - 2009/4/1

N2 - Net-based collaborative learning discourses often suffer from deficiencies such as lack of coherence and coordination. It is suggested that the provision of two functionalities, referencing and typing, which learners may optionally use to ground their contributions during a chat-based discourse, can improve collaborative learning. In particular, we examined if goal focus, type of task and group size affect learning outcomes and the use of these functionalities. A chat-based system, called a learning protocol, implements these functionalities and serves as a net-based collaborative learning environment. Results suggest that a learning protocol is more beneficial for knowledge-acquisition tasks than for problem-solving tasks, and that the use of supporting functionalities increases when goal focus is on the group rather than on the individual. Also, there is a tendency that learning outcomes improve as group size increases. We propose that learning protocols provide potentially valuable design features that can promote net-based collaborative learning.

AB - Net-based collaborative learning discourses often suffer from deficiencies such as lack of coherence and coordination. It is suggested that the provision of two functionalities, referencing and typing, which learners may optionally use to ground their contributions during a chat-based discourse, can improve collaborative learning. In particular, we examined if goal focus, type of task and group size affect learning outcomes and the use of these functionalities. A chat-based system, called a learning protocol, implements these functionalities and serves as a net-based collaborative learning environment. Results suggest that a learning protocol is more beneficial for knowledge-acquisition tasks than for problem-solving tasks, and that the use of supporting functionalities increases when goal focus is on the group rather than on the individual. Also, there is a tendency that learning outcomes improve as group size increases. We propose that learning protocols provide potentially valuable design features that can promote net-based collaborative learning.

KW - Business psychology

KW - learning protocols

KW - net-based learning

KW - computer-supported collaborative learning

KW - referencing

KW - typing

UR - https://www.mendeley.com/catalogue/cc9aaf16-48af-3184-9f62-883ca15c9230/

U2 - 10.1111/j.1365-2729.2008.00287.x

DO - 10.1111/j.1365-2729.2008.00287.x

M3 - Journal articles

VL - 25

SP - 161

EP - 176

JO - Journal of Computer Assisted Learning

JF - Journal of Computer Assisted Learning

SN - 0266-4909

IS - 2

ER -